Assessment of Student Performance for Laboratory Application Course Examination Using Rasch Measurement Model

Year 2025, Volume: 16 Issue: 2, 59 - 70, 30.06.2025

Ahmet Volkan Yüzüak , Zekiye Merve Öcal

https://doi.org/10.21031/epod.1562806

Abstract

Rasch Measurement Model creation in social science education has quickly spread to other educational domains, such as technical and engineering sciences. This research attempts to move testing and assessment in IT education away from the traditional paradigm and toward the bio-based Rasch Model. Based on Kuhn's description of the purpose of measurement, it is thought that the Learning Performance Measurement System (LPMS), in particular, is compatible with the basic measurement now in use. These cannot be obtained from engineering science or statistics textbooks. Following a paradigm change, the Faculty of Education at one of the higher education institutions in Turkey has started using the Rasch Model to assess the success of its Course Learning Outcomes (CLO): Decision Support System. This is done in order to meet the requirements outlined in the recently implemented Malaysia Qualification Framework, 2005 (MQF). The Rasch Model provides an accurate summary of the students' success on a linear scale for measuring by tabulating the students, i.e. Person and Items on a Distribution Map (PIDM). A comparison between the Rasch measurement and the conventional histogram tabulation and simple mean reveals that the former provides a more thorough exploratory depth for comprehending difficulties in Science Education course. Even with the limited sample size, the students were well-categorized based on their individual cognitive talents; as a result, CLOs were created using Bloom's Taxonomy as the structural basis. It is therefore feasible to apply this methodology to the evaluation of general abilities in professionals or students. As a result, the Rasch model of evaluating an individual's ability adopts a new paradigm.

Keywords

Rasch Measurement Model , Course Learning Outcomes , Performance Assessment , Laboratory Applications , Science Education

References

• Ahmad, K., Abdullah, S. & Hood, Z. (2010). Kajian Keberkesanan Kaedah Pengajaran Dan Pembelajaran Kursus Analisis Dan Reka Bentuk Sistem. Proceedings of Teaching and Learning Congress.
• Ahmad, K., Mohamad, N.A., & Zainudin, S. (2011). An improved course assessment measurement for analyzing learning outcomes performance using rasch model. Procedia - Social and Behavioral Sciences, 18(1), pp. 442-449. https://doi.org/10.1016/j.sbspro.2011.05.065
• Azrilah, A. A., Saidfudin, M., NoorHabibah A., Zaharim, A., Azlinah M., Ghulman, H.A. & Sohaimi, Z. (2008). Application of Rasch Model in validating the construct of measurement instrument. International Journal of Education and Information Technologies, 2(2), pp. 105-112.
• Birenbaum, M. & Dochy, F. (2009). Alternatives in Assessment of Achievement, Learning Processes and Prior Knowledge, (Eds). Norwell MA: Kluwer. https://doi.org/10.1007/978-94-011-0657-3
• Bradley,K.D., Cunningham, J. , Haines, T., Mueller, C.E., Royal,K.D., Sampson, S.O., Singletary, G., & Weber, J.A. (2010). Constructing and Evaluating Measures: Applications of the Rasch Measurement Model. http://www.uky.edu/~kdbrad2/Rasch_Symposium.pdf.
• Hadj-Kacem, Y., Alshehri, S., & Qaid, T. (2022). Categorizing well-written course learning outcomes using machine learning. Journal of Information Technology Education: Innovations in Practice, 21, 61-75. https://doi.org/10.28945/4997
• Hamzah, N., Khoiry, M., Osman, S., Hamid, R., Jaafar, O. & Arshad, I. (2011). Poor student performance in project management course: was the exam wrongly set? Recent Researches in Education, pp. 154-160. https://doi.org/10.1109/ICEED.2017.8251175
• Manggopa, H.K., & Batmetan, J.R. (2024). Evaluation of students' achievement in the development of innovative learning tools for ppg computer engineering and informatics students using the rasch model. International Journal of Information Technology and Education (IJITE), 3(2), 54-65. https://doi.org/10.62711/ijite.v3i2.177
• Mohamed, A., Aziz, A., Ahlan, R., Zakaria, S., & Masodi, M. (2008). Outcome based education performance measurement: a rasch-based longitudinal assessment model to measure information management courses LO’s. Wseas Transactions On Information Science & Applications, 3(5), 292-299.
• Musa, N.C., Mahmud, Z. & Ghani, N.M. (2011). Application of rasch measurement model in validation and analysis of measurement instruments in statistical education research. Recent Researches in Education, pp. 123-129. http://www.wseas.us/e-library/conferences/2011/Penang/EDU/EDU-19.pdf
• Nasralla, M.M., Al-Shattarat, B., Almakhles, D.J., Abdelhadi, A., & Abowardah, E.S. (2021). Futuristic trends and innovations for examining the performance of course learning outcomes using the rasch analytical model. Electronics, 10, 727. https://doi.org/10.3390/electronics10060727
• Osman, S., Khoiry, M., Badaruzzaman, W. & Mutalib, A. (2013). “Measurement Of Students' Understanding In Final Examination Of Statics And Dynamics Course Using Rasch Measurement Model”, IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE). https://doi.org/10.1109/TALE.2013.6654549
• Osman, S., Naam, S., Jaafar, O., Badaruzzaman, W. & Rahmat, R. (2012). Application of rasch model in measuring students’ performance in civil engineering design II course. Procedia-Social and Behavioral Sciences, 56, pp. 59-66.https://doi.org/10.1016/j.sbspro.2012.09.632
• Rao, N. J. (2020). Outcome-based education: An outline. Higher Education for the Future, 7(1), 5-21. https://doi.org/10.1177/2347631119886418
• Rashid, A. & Zaharim, A., M. (2007). Application of Rasch Measurement in Evaluation of Learning Outcomes: A Case Study in Electrical Engineering. Regional Conference on Engineering Mathematics, Mechanics, Manufacturing & Architecture (EM3ARC), UKM, Bangi. https://doi.org/10.1016/j.sbspro.2012.09.632
• Rozeha, A.R., Razimah, A., Hamzah, A.G., & Saidfudin, M. (2008). Application of Rasch-based ESPEGS model in measuring generic skills of engineering students: A New Paradigm. WSEAS Transactions on Advances in Engineering Education, 5(8), 591-602.
• Saidfudin, M., Azrilah, A. A., Rodzo’an, N. A., Omar, M.Z., Zaharim, A. & Basri, H. (2010). “Easier Learning Outcomes Analysis using Rasch Model in Engineering Education Research,” EDUCATION'10 Proceedings of the 7th WSEAS International Conference on Engineering Education, pp. 442-447. https://dl.acm.org/doi/abs/10.5555/1864181.1864264
• Spady, W. G. (1994). Outcome-based education: Critical issues and answers. American Association of School Administrators. https://files.eric.ed.gov/fulltext/ED380910.pdf
• Talib, A.M., Alomary, F.O. & Alwadi, H.F. (2018). Assessment of student performance for course examination using rasch measurement model: A case study of information technology fundamentals course. Hindawi Education Research International, 2018(1), 1-8. https://doi.org/10.1155/2018/8719012
• Thompson, D., (2007). Jacknifing Multitaper Spectrum Estimates. IEEE Signal Processing Magazine, 13-20. https://doi.org/10.1109/MSP.2007.4286561
• Utaberta, N. & Hassanpour, B. (2011). Aligning assessment with learning outcomes. UKM Teaching and Learning Congress 2011. doi: 10.1016/j.sbspro.2012.09.372
• Zoubir, A.M., & Iskander, D.R. (2007). Bootstrap methods and Applications in Signal Processing. IEEE Signal Processing Magazine, 10-19.